The DOI matches its Crossref record; 34 of the 34 references it cites were found in a registry or an index.
Stereotype threat and the intellectual test performance of African Americans.
Abstract
Stereotype threat is being at risk of confirming, as self-characteristic, a negative stereotype about one's group. Studies 1 and 2 varied the stereotype vulnerability of Black participants taking a difficult verbal test by varying whether or not their performance was ostensibly diagnostic of ability, and thus, whether or not they were at risk of fulfilling the racial stereotype about their intellectual ability. Reflecting the pressure of this vulnerability, Blacks underperformed in relation to Whites in the ability-diagnostic condition but not in the nondiagnostic condition (with Scholastic Aptitude Tests controlled). Study 3 validated that ability-diagnosticity cognitively activated the racial stereotype in these participants and motivated them not to conform to it, or to be judged by it. Study 4 showed that mere salience of the stereotype could impair Blacks' performance even when the test was not ability diagnostic. The role of stereotype vulnerability in the standardized test performance of ability-stigmatized groups is discussed.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Steele & Aronson (1995) found that”
From In Pursuit of Antiracist Social Justice: Denaturalizing Whiteness in the Academic Library (2015) · cites this paper as Steele & Aronson, 1995
In the citing paper
“Other studies have found that bringing the social identities and/or the stereotypes of students of certain (typically low-status) groups to mind can reduce their ability and desire to learn (Lyons, Simms, Begolli, & Richland, 2018;V. J. Taylor & Walton, 2011), their motivation and persistence on academic tasks (Steele & Aronson, 1995) and, even among high achievers, their commitment to their”
From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as Steele & Aronson, 1995
In the citing paper
“Social identity threat and/or identity incompatibility have been found to reduce the performance of Black and Latino students in U.S. schools and colleges (Chu & Brown, 2017;Gonzales, Blanton, & Williams, 2002;Steele & Aronson, 1995); students and young children of lower social class in the United States (Désert, Préaux, & Jund, 2009;B. Spencer & Castano, 2007), France (Croizet & Claire, 1998),”
From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as Steele & Aronson, 1995
In the citing paper
“but that the performance of the Black students dropped when the test was described as assessing their intelligence and thus became relevant to the prevalent negative stereotype about their academic ability.”
From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as Steele & Aronson, 1995
In the citing paper
“They are also thought to explain the finding that describing a test in terms that make evaluation possible-and thus the possibility of confirming the negative stereotype-also reduces performance among low-status groups (Steele & Aronson, 1995).”
From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as Steele & Aronson, 1995
In the citing paper
“Negative stereotypes are key antecedents to threat in theories of social identity threat (especially stereotype threat; Steele & Aronson, 1995)”
From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as Steele & Aronson, 1995
In the citing paper
“For example, one study conducted in the United States found that White students and Black students performed equally well on an intelligence test (when covariate adjusted) when the test was described as a series of puzzles”
From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as Steele & Aronson, 1995
In the citing paper
“However, methodological and contextual accounts, such as stereotype threat (e.g., Steele & Aronson, 1995) or differential item functioning (DIF; e.g., Abad et al., 2004), suggest potential avenues through which changes to the administration of CATs could minimise mean score group differences.”
From Factors Related to Mean Score Group Differences on Cognitive Ability Tests: A Systematic Review (2025) · cites this paper as Steele & Aronson, 1995
In the citing paper
“However, when they removed the relevancy of the stereotype by framing the same task as an exercise of problem solving, rather than an assessment of their intellect, there was no difference in the performance of Black and White students, again controlling for initial differences in skill level.”
From Managing to clear the air: Stereotype threat, women, and leadership (2016) · cites this paper as Steele & Aronson, 1995
In the citing paper
“In their influential work, Steele and Aronson (1995) showed that when the stereotype of African American intellectual inferiority was”
From Managing to clear the air: Stereotype threat, women, and leadership (2016) · cites this paper as Steele & Aronson, 1995
In the citing paper
“Thinking that one is being evaluated through the lens of negative stereotypes can focus a person's attention on the negative aspects of a stereotype and serve to undermine achievement (e.g., Steele & Aronson, 1995).”
From Managing to clear the air: Stereotype threat, women, and leadership (2016) · cites this paper as Steele & Aronson, 1995
Citations
Cites
(1954) · Cited by 15,935
Self-efficacy: Toward a unifying theory of behavioral change
Bandura, A. (1978) · Advances in Behaviour Research and Therapy · doi:10.1016/0146-6402(78)90002-4 · Cited by 10,586
Stereotypes and prejudice: Their automatic and controlled components
Devine, P. G. (1989) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.56.1.5 · Cited by 5,673
Social stigma and self-esteem: The self-protective properties of stigma.
Crocker, J., & Major, B. (1989) · Psychological Review · doi:10.1037/0033-295x.96.4.608 · Cited by 3,426
The effect of emotion on cue utilization and the organization of behavior
Easterbrook, J. A. (1959) · Psychological Review · doi:10.1037/h0047707 · Cited by 3,090 · cited 1×
“…may interfere with their performance in a variety of ways: by causing an arousal that reduces the range of cues participants are able to use (e.g., Easterbrook, 1959), or by diverting attention onto task-irrelevant worries (e.g., Sarason, 1972; Wine, 1971), by causing an interfering…”
BackgroundHow Much Can We Boost IQ and Scholastic Achievement
Jensen, A. (1969) · Harvard Educational Review · doi:10.17763/haer.39.1.l3u15956627424k7 · Cited by 2,907
(1980) · DigitalGeorgetown (Georgetown University Library) · Cited by 1,935
Baumeister, R. F. (1984) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.46.3.610 · Cited by 1,665
Anxiety: Current Trends in Theory and Research
Spielberger, C. D. (1972) · Cited by 1,640
The trouble of thinking: Activation and application of stereotypic beliefs.
Gilbert, D. T., & Hixon, J. G. (1991) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.60.4.509 · Cited by 1,366
Cited by
Sorted by citations
Items 5,901–6,000 of 8,461
Hernández, D. (2011) · UA Campus Repository (The University of Arizona) · Cited by 2
THE EFFECTS OF STEREOTYPE THREAT ON THE TEST PERFORMANCE AND TASK CHOICES OF WOMEN
Jones, P. R. (2005) · University Libraries (University of Maryland) · Cited by 2
Gendered Racial Socialization in Black Families: Mothers' Beliefs, Approaches, and Advocacy
Holman, A. (2012) · eScholarship (California Digital Library) · Cited by 2
Towards a Theory of the Social Determination of Behavior
Hoff, K., & Stiglitz, J. E. (2015) · The World Bank Open Knowledge Repository (World Bank) · doi:10.1596/1813-9450-7537 · Cited by 1
Edwards, B. A., Kolodisner, J. G., Youngblood, J. P., Cooper, K. M., & Brownell, S. E. (2024) · AJP Advances in Physiology Education · doi:10.1152/advan.00126.2024 · Cited by 1
Rocha, K., Lussier, C. M., & Atit, K. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1582737 · Cited by 1
Sex Differences from a Neurofeminist Perspective: Women and the Debate on Neurosexism
Liotzis, V. (2025) · Women s Studies · doi:10.1080/00497878.2025.2584344 · Cited by 1
STEREOTYPING VS. PROTOTYPING THE SOCIAL CONSTRUCTION EFFECT OF TRANSLATED CHILDREN’S LITERATURE
SEZER, E. S. (2026) · Dünya Dilleri Edebiyatları ve Çeviri Çalışmaları Dergisi · doi:10.58306/wollt.1821774 · Cited by 1
Allwood, S. (2012) · doi:10.7282/t3v40sz9 · Cited by 1
Peker, H. (2020) · Journal of Language and Linguistic Studies · doi:10.17263/jlls.712826 · Cited by 1
Gendered participation in the geosciences: 10 years of ERC funding
de Jesus-Rydin, C. A., Fariña-Busto, L., & Mugabushaka, A.-M. (2020) · Advances in geosciences · doi:10.5194/adgeo-53-87-2020 · Cited by 1
STIGMA, DISSATISFACTION, DISENGAGEMENT AND INTENTION TO QUIT: A MODEL PROPOSAL
Akça, M., & Çalışkan, B. Ö. Ö. (2020) · Yaşam Becerileri Psikoloji Dergisi · doi:10.31461/ybpd.732137 · Cited by 1
Supporting Teachers in Tier 1 Instruction: Use of Coaching and Formative Assessment
Lekwa, A. J., & Reddy, L. A. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108235532.008 · Cited by 1
The Intersection of Psychology and Human Rights in Addressing Racism, Discrimination, and Xenophobia
Flores, R. L., Okorodudu, C., & Shepherd, V. A. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108348607.006 · Cited by 1
Ethnic Identity, Implicit Associations, and Academic Motivation of Hispanic Adolescents
Urdan, T., & Teramoto, D. (2021) · Adolescents · doi:10.3390/adolescents1030019 · Cited by 1
Tian, L., Zhang, Y., & Wang, Z. (2021) · Advances in Social Science, Education and Humanities Research/Advances in social science, education and humanities research · doi:10.2991/assehr.k.211011.108 · Cited by 1
Educational Disparities Among Marginalized Groups of Students
Radu, M. B. (2020) · IGI Global eBooks · doi:10.4018/978-1-7998-5360-2.ch004 · Cited by 1
Identity, Diaspora and Development
Aleksanyan, Y. (2022) · Diaspora Studies · doi:10.1163/09763457-20221001 · Cited by 1
Questionable Interpretive Practices
Jussim, L. J., Stevens, S. T., & Anglin, S. M. (2022) · Oxford University Press eBooks · doi:10.1093/oso/9780190938550.003.0009 · Cited by 1
Hauw, A., Okvitawanli, A., & Sari, B. T. (2022) · Verbum et Ecclesia · doi:10.4102/ve.v43i1.2440 · Cited by 1
Gingelmaier, S., Herz, B., Dietrich, L., Link, P.-C., Piegsda, F., & Langer, J. (2022) · Verlag Julius Klinkhardt eBooks · doi:10.35468/5950 · Cited by 1
Incorporating the Gender Perspective in Engineering Curricula: The Case of École Centrale Marseille
Boiron, O., Deumié, C., Raviol, L., & Benech-Kopelianskis, M. (2022) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-80262-119-820221009 · Cited by 1
Guo, H. (2022) · Journal of Education Humanities and Social Sciences · doi:10.54097/ehss.v2i.811 · Cited by 1
Impostor Syndrome in Graduate School
Bernard, D. L., & Stone‐Sabali, S. (2022) · Cambridge University Press eBooks · doi:10.1017/9781108903264.006 · Cited by 1
To whom do students believe a growth mindset applies?
Malespina, A., Schunn, C. D., & Singh, C. (2022) · Physics Education Research Conference (PERC) · doi:10.1119/perc.2022.pr.malespina · Cited by 1
Rollwagen‐Bollens, G., Kibota, T. T., & Crosby, C. (2022) · Journal of Microbiology and Biology Education · doi:10.1128/jmbe.00102-22 · Cited by 1
Kinship Relations and Urban Poverty. A Case Study of Budiriro in Harare, Zimbabwe
Chevo, T. (2022) · Springer eBooks · doi:10.1007/978-981-19-5856-4_7 · Cited by 1
Borseti, N. (2021) · Clinical Psychology Forum · doi:10.53841/bpscpf.2021.1.339.21 · Cited by 1
Bairaktarova, D., & Cohen, C. (2023) · Journal of Women and Minorities in Science and Engineering · doi:10.1615/jwomenminorscieneng.2022039497 · Cited by 1
Primo, U. S. (. ). M., & de França, D. X. (2023) · Zero-a-Seis · doi:10.5007/1980-4512.2023.e90753 · Cited by 1
Voisin, D., Bensalah, L., & Pansu, P. (2026) · European Journal of Psychology of Education · doi:10.1007/s10212-026-01194-y · Cited by 1
Student-Teacher Ethnoracial Matching at Charter and Traditional Public Schools
Boochever, A., & Rose, H. (2023) · Journal of School Choice · doi:10.1080/15582159.2023.2233320 · Cited by 1
Henschen, B. L., Pascoe, J. M., Kisielewski, M., Duca, N. S., Lang, V. J., Levine, D., Jasti, H., & Blatt, A. E. (2023) · Academic Medicine · doi:10.1097/acm.0000000000005472 · Cited by 1
Balfanz, R. W., Lofton, R., Kim‐Christian, P., McDermott, L., & Clark, E. (2023) · Oxford University Press eBooks · doi:10.1093/oxfordhb/9780199841332.013.33 · Cited by 1
Maloshonok, N. (2023) · Monitoring obŝestvennogo mneniâ: èkonomičeskie i socialʹnye peremeny · doi:10.14515/monitoring.2023.5.2396 · Cited by 1
Prävention von Stereotypen und Diskriminierungen im schulischen Kontext
Uslucan, H.-H. (2023) · Springer eBooks · doi:10.1007/978-3-658-42800-6_55 · Cited by 1
Lineweaver, T. T., Wetli, A. C., Nicoson, C., Tucker, A. J., & Hertzog, C. K. (2023) · Experimental Aging Research · doi:10.1080/0361073x.2023.2295202 · Cited by 1
Joslyn, C. H., & Golding, P. (2024) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--43896 · Cited by 1
Trépanier-Jobin, G., & Simard, É. (2024) · Images du travail travail des images · doi:10.4000/itti.4688 · Cited by 1
Tempel, T., & Schneider, L. (2024) · Discover Psychology · doi:10.1007/s44202-024-00174-x · Cited by 1
Supporting Civic Reasoning, Discourse, and Problem Solving That Is Political Without Being Partisan
White, G., & Schoenfeld, A. H. (2023) · Review of Research in Education · doi:10.3102/0091732x231219989 · Cited by 1
Exploring the Effects of Urgency and Reputation in Code Review: An Eye-Tracking Study
Yabesi, S., Amini, M., Ristic, J., & Sharafi, Z. (2024) · IEEE International Conference on Program Comprehension (ICPC) · doi:10.1145/3643916.3644425 · Cited by 1
Technology-Driven Intergenerational Physical Activity Intervention: An Instrumental Case Study
Knight, R. L., Chalabaëv, A., Mackintosh, K. A., McNarry, M. A., & Hudson, J. (2024) · Journal of Ageing and Longevity · doi:10.3390/jal4030013 · Cited by 1
Michaud, M., Evans, M., Mendez, R., Zapanta, J., Tróchez, A., Mehta, K. M., Márquez-Magaña, L. M., & Parangan-Smith, A. (2024) · Integrative Medicine Reports · doi:10.1089/imr.2024.0009 · Cited by 1
Tan, E., Cheng, C., Leung, A. K. ‐., & Wee, S. X. R. (2024) · Journal of Cross-Cultural Psychology · doi:10.1177/00220221241263921 · Cited by 1
Steiner, K., & Önnerfors, A. (2024) · Routledge eBooks · doi:10.4324/9781003279570 · Cited by 2
Education and Career Development
Miville, M. L., Vera, T., & Bensmiller, N. (2024) · Springer eBooks · doi:10.1007/978-3-031-69172-0_8 · Cited by 1
Wang, Z., Zhao, L., Shan, Y., & Guan, J. (2024) · International Journal of Social Psychology Revista de Psicología Social · doi:10.1177/02134748241280815 · Cited by 1
Borkowski, J., Besombes, N., & Cabagno, G. (2024) · International Review for the Sociology of Sport · doi:10.1177/10126902241290042 · Cited by 1
Breaking Barriers, Building Bridges
Sachdeva, A., & Finuf, K. D. (2024) · Advances in human resources management and organizational development book series · doi:10.4018/979-8-3693-4256-5.ch002 · Cited by 1
Kütük, B., & Özekes, B. Ç. (2024) · Mavi Atlas · doi:10.18795/gumusmaviatlas.1513153 · Cited by 1
Race-based trauma: Teacher responses, supports, barriers, and burnout
Yough, M. S., Chang, M., Collins, T., Long, K., Ngan, T. T., Winchester, T., & Mwavita, M. (2024) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2024.102327 · Cited by 1
Bishop, R. E. (2024) · Journal of Underrepresented & Minority Progress · doi:10.32674/jump.v8isi.5922 · Cited by 2
Akindipe, O. O. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1495434 · Cited by 1
Koçak, A., & Derous, E. (2025) · Sex Roles · doi:10.1007/s11199-024-01557-z · Cited by 2
Dual pathways of aging stereotype threat at work: impacts on work behaviors of older workers
Liu, L., Wang, Z., Guo, X., Li, S., & Wu, X. (2025) · Frontiers in Psychology · doi:10.3389/fpsyg.2025.1486911 · Cited by 1
One shero and/or a group of sheroes? Top executive gender and innovation in tech-based new venture
Wei, L. (2025) · Asia Pacific Journal of Management · doi:10.1007/s10490-025-10012-w · Cited by 1
Cultural Heterogeneity in Financial Literacy: A South African Perspective
Malepe, J. (2024) · Journal of Public Administration and Development Alternatives · doi:10.55190/jpada.2024.337 · Cited by 1
The Formation and Impact of Gender Stereotypes: Analyzing Family, School, and Media Environments
Zhou, J. (2025) · Lecture Notes in Education Psychology and Public Media · doi:10.54254/2753-7048/2024.20751 · Cited by 1
How Stereotype Threat Influences Cognitive Performance: It All Depends on How You Feel!
Drače, S., Dolarević, V., & Šašić, E. (2025) · International Review of Social Psychology · doi:10.5334/irsp.976 · Cited by 1
Vogt, H., Piberger, P., & Lazaridou, F. B. (2025) · Frontiers in Public Health · doi:10.3389/fpubh.2025.1436656 · Cited by 1
Kuo, H.-C., & Sprečić, S. (2025) · Research methods in applied linguistics · doi:10.1075/rmal.11.04kuo · Cited by 1
Closing the Gender Gap in Entrepreneurial Self-Efficacy Through Experiential Education
Bertels, H. M. J., Forster-Holt, N., Weber, M., Winkel, D. E., Wilcox, J., & Mammano, F. (2025) · Entrepreneurship Education and Pedagogy · doi:10.1177/25151274251323608 · Cited by 1
Determining gender in academic authorship: a comprehensive and methodical approach
Bóte-Vericad, J.-J., Velilla, M. C., & Ferrán-Ferrer, N. (2025) · Digital Library Perspectives · doi:10.1108/dlp-05-2024-0080 · Cited by 1
Culture and Workplace Bereavement
Eyetsemitan, F. E. (2025) · Springer eBooks · doi:10.1007/978-3-031-86817-7_7 · Cited by 1
Saxena, G., Barr, P., Kent, C. D., Yardley, L., & Allen, P. (2026) · Psychology Teaching Review · doi:10.53841/bpsptr.2026.32.2.7 · Cited by 1
Black Tech Ecosystems: How Black Adult Learners Use Computer Code Bootcamps for Liberation
Byrd, A. (2025) · The WAC Clearinghouse; University Press of Colorado eBooks · doi:10.37514/wri-b.2025.2630 · Cited by 1
Epstein, R., Mei, K. X., Newland, A., Rivera, L., Singhi, S., & Wang, N. (2025) · Psychological Reports · doi:10.1177/00332941251340307 · Cited by 1
Song, Y., Zeng, M., & Fan, P. (2025) · Current Psychology · doi:10.1007/s12144-025-07904-x · Cited by 1
Davis, J., Hash, A., & Parsons, T. (2025) · Springer eBooks · doi:10.1007/978-3-031-83615-2_4 · Cited by 1
Rethinking Paternity: Understanding Father’s Role in the Dual-Career Family System
Showkat, H., Rafique, S. T., Yaqoob, S., & Farhad, S. (2025) · Journal of Feminist Family Therapy · doi:10.1080/08952833.2025.2505268 · Cited by 1
A Rigged Economy and What We Can Do about It
Stiglitz, J. E. (2025) · Oxford University Press eBooks · doi:10.1093/oso/9780198799580.003.0002 · Cited by 1
Liu, R. (2025) · International Journal of STEM Education · doi:10.1186/s40594-025-00549-z · Cited by 1
Seeking a Way: A White Teacher’s Journey from Critical Race Theory to Black Power Pedagogy
Pratt, A. B. (2021) · Journal of Curriculum Theorizing · doi:10.63997/jct.v36i1.801 · Cited by 1
Students’ Costs in Chemistry, Statistics, and English: Exploring Course, Time, and Gender
Beymer, P. N., Allen, E. C., & Odaka, S. M. (2025) · The Journal of Experimental Education · doi:10.1080/00220973.2025.2513248 · Cited by 1
Detecting social biases using mental state inference.
Asaba, M., Davis, I., Leonard, J., & Jara‐Ettinger, J. (2025) · Journal of Personality and Social Psychology · doi:10.1037/pspa0000451 · Cited by 1
Wilson, S. L., Dinnerson, Q. L., & Peoples, A. B. (2025) · IGI Global eBooks · doi:10.4018/979-8-3373-0492-2.ch005 · Cited by 1
Construction of Gender through Textbooks: The Case of Iranian Junior High School English Textbooks
Goodarzi, A., Weisi, H., & Rahimi, S. (2025) · Mextesol journal. · doi:10.61871/mj.v49n2-6 · Cited by 1
Media Use and Identity Development
Mares, M., & Meier, M. L. (2025) · Oxford University Press eBooks · doi:10.1093/oxfordhb/9780197689875.013.0020 · Cited by 1
Ibrahim, A. F. A., McKellar, S. E., Yates, J. F., & Shah, P. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1465832 · Cited by 1
Basics of Cognitive Load Theory (CLT)
Kalyuga, S., & Plass, J. L. (2025) · Oxford University Press eBooks · doi:10.1093/9780190078539.003.0002 · Cited by 1
Criticisms and Desired Additional Modifications
Kalyuga, S., & Plass, J. L. (2025) · Oxford University Press eBooks · doi:10.1093/9780190078539.003.0004 · Cited by 1
Modifications Made to CLT to Date
Kalyuga, S., & Plass, J. L. (2025) · Oxford University Press eBooks · doi:10.1093/9780190078539.003.0003 · Cited by 1
Wallace, D. S., Russ, V. A., Kennedy, C., & Stewart, B. (2025) · Race and Social Problems · doi:10.1007/s12552-025-09449-x · Cited by 1
Gutiérrez, M., Ubani, C., & Cano, A. M. (2025) · Journal of Systems and Information Technology · doi:10.1108/jsit-02-2025-0050 · Cited by 1
Müller, A. C., Kornadt, A. E., & Notthoff, N. (2025) · European Journal of Ageing · doi:10.1007/s10433-025-00874-w · Cited by 1
McCallen, L. S., Bloom, J., Bassett, B. S., & Yazdani, N. (2025) · Urban Education · doi:10.1177/00420859251369745 · Cited by 1
Exploring the Social Barriers During Their Learning Pathways for Women in Computing (WiC)
Ahmed, N., Mayeesha, T. T., Abeer, I. A., Saha, A., & Sinha, A. (2025) · IEEE Region 10 Symposium (TENSYMP) · doi:10.1109/tensymp63728.2025.11145010 · Cited by 1
Laing, T., Brown, C. T., & Hamer, J. (2025) · Journal of African American Studies · doi:10.1007/s12111-025-09705-9 · Cited by 1
Cultural shaping of social anxiety
Norasakkunkit, V., & Asnaani, A. (2025) · Elsevier eBooks · doi:10.1016/b978-0-443-14146-1.00001-2 · Cited by 1
Both/And: Students’ Academic Benefits of Sharing Race/Ethnicity and Language With Their Teachers
Gottfried, M. A., Freeman, J., & Egalite, A. J. (2025) · Educational Evaluation and Policy Analysis · doi:10.3102/01623737251365236 · Cited by 1
Discrimination and Heart Rate Variability Responses to Stress in a Diverse Sample of Young Adults
Williams, D. P., Pourmand, V., Acevedo, A. M., Yim, I. S., & Campos, B. (2025) · Journal of Psychophysiology · doi:10.1027/0269-8803/a000350 · Cited by 1
The role of moral cues in cooperation: The mediating effect of warmth
Li, Q., He, Y., & Su, Y. (2025) · Acta Psychologica · doi:10.1016/j.actpsy.2025.105679 · Cited by 1
Dallabrida, Y. M., Bagatini, F. Z., & Botelho, D. (2025) · Psychology and Marketing · doi:10.1002/mar.70067 · Cited by 1
Reassessing Arrest Disparity Using Skin Tone as a Continuous Variable
Brockdorf, S. (2025) · Race and Social Problems · doi:10.1007/s12552-025-09464-y · Cited by 2
Teachers provide more candid feedback after delivering wise feedback messages
Harber, K. D., Gorman, J. L., & Godsil, R. D. (2025) · Social Psychology of Education · doi:10.1007/s11218-025-10142-5 · Cited by 1
Considerations Toward a Theory of Student Engagement
Ziqian Jan, Z. H. O. U. (2022) · Asian Journal of the Scholarship of Teaching and Learning · doi:10.24112/ajsotl.123166 · Cited by 1
Metadata
- Authors
- Steele, C. M., & Aronson, J.
- Affiliations
- Stanford University (US)
- Venue
- Journal of Personality and Social Psychology
- Published
- 1995-11
- Volume
- 69
- Issue
- 5
- Pages
- 797-811
- ISSN
- 0022-3514 (ISSN-L)
- 1939-1315
- OpenAlex
- W2161923363
- Semantic Scholar
- 71dbd1d5c13d7661857b0d245f7ce1d3fac7b0c5
- Cited by
- 9,020
- References
- 34
- Citations by year
- 2026: 346 · 2025: 505 · 2024: 406 · 2023: 462 · 2022: 420 · 2021: 486 · 2020: 532 · 2019: 571 · 2018: 463 · 2017: 461 · 2016: 497 · 2015: 471 · 2014: 451 · 2013: 361 · 2012: 383
- FWCI
- 117.47
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Personality and Social Psychology (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Institute of Mental Health (R01MH051977)
- Topics
- Social Sciences › Sociology and Political Science › Social and Intergroup Psychology
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Social Sciences › Sociology and Political Science › Racial and Ethnic Identity Research
- Keywords
- stereotype threat, African Americans, standardized test performance, racial stereotypes, test-taking motivation, racial achievement gap
- MeSH terms
- Black or African American, Female, Humans, Intelligence Tests, Male, Stereotyping, Task Performance and Analysis
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
